Old Globe


We aim to instil an interest, fascination and desire to investigate a variety of human and physical characteristics of different places, both local and afar. To be well rounded citizens, we believe children need to understand the differences between places and their cultures and be able to recognise how these change over time. We provide children with many opportunities to develop and apply a range of geographical skills. These skills will support them in understanding, presenting, analysing and communicating information either collaboratively or individually. These skills are put into practice both inside and outside the classroom through fieldwork and trips.

EYFS Expectations

Understanding the World (People and Communities)

Children know about similarities and differences between themselves and others, and among families, communities and traditions.


Understanding the World (The World)

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.


Key Stage 1 National Curriculum

Locational Knowledge

Pupils should be taught to:

  • name and locate the world’s seven continents and five oceans

  • name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.

Place Knowledge

Pupils should be taught to:

  • understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.

Human and Physical Geography

Pupils should be taught to:

  • identify seasonal and daily weather patterns in the United Kingdom and the location of   hot and cold areas of the world in relation to the Equator and the North and South Poles

  • use basic geographical vocabulary to refer to:

  • key physical features, including beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

  • key human features, including city, town, village, factory, farm, house, office, port, harbour and shop.

Geographical Skills and Fieldwork

Pupils should be taught to:

  • use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

  • use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

  • use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

  • use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.


Key Stage 2 National Curriculum

Locational Knowledge

Pupils should be taught to:

  • locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities;

  • name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time;

  • identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night).

Place Knowledge

Pupils should be taught to:

  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America.

Human and Physical Geography

Pupils should be taught to:

  • describe and understand key aspects of:

  • physical geography, including climate zones, biomes and vegetation belts, rivers,

mountains, volcanoes and earthquakes, and the water cycle;

  • human geography, including types of settlement and land use, economic activity 

including trade links, and the distribution of natural resources including energy, food, 
minerals and water.

Geographical Skills and Fieldwork

Pupils should be taught to:

  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied;

  • use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world;

  • use fieldwork to observe, measure, record and present the human and physical features   in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.








Our Geography curriculum intends to:

  • inspire a curiosity and fascination about the world and its people  

  • equip children with an understanding of diverse places, people, resources and environments around them 

  • allow children to build on prior learning about physical and human processes and the formation and use of landscapes and environments 

  • develop an understanding that the Earth’s features are interconnected and change over time 

  • encourage exploration of their own environment and challenges pupils to make connections between their local surroundings and that of contrasting settlements   

  • use local area and community to develop geographical skills and knowledge.  



Through collaborative planning our Geography curriculum builds on prior knowledge alongside introducing new skills and challenge each year. All children expand on their skills in local knowledge, place knowledge, human and physical Geography, geographical skills and fieldwork. Each theme will be explicitly taught through exciting and engaging topics, utilising meaningful and purposeful links to other curriculum areas. We will use outdoor learning in our grounds, school trips, fieldwork, visitors and residentials to enhance the Geography learning experiences for all children.

Key Vocabulary

The promotion of a language rich Geography curriculum is essential to the successful acquisition of knowledge and understanding in Geography. Key vocabulary and concepts could be presented in knowledge organisers and will be prominent in Geography displays.

Independent learning

In Geography, children are encouraged to enquire about their topic of interest and develop their independence when locating places, describing places, researching human and physical features and exploring the outdoors. By the end of Year Six, we aim for every child to be a confident and well- rounded geographer who can use the skills they have learnt to read maps, investigate different countries and physical processes.  Furthermore, for the children to be able to present arguments and conclusions found in human Geography, and who are aware and have opinions on in the moment, real life issues.

High Quality Resources

Children will regularly access resources to acquire learning through atlases, textbooks, maps, digital technology and photographs.

Fieldwork and Outdoor Learning

Across both key stages, children have a range of opportunities to experience Geography through practical engaging tasks beyond the classroom.

To enhance the curriculum for Geography, children access the local area at least once a term; by making connections through all the different curriculum areas. The children will have access to local maps for these trips. With these maps they will navigate and apply their geographical skills when accessing the local area.

Educational Visits to enhance their Cultural Capital

Where applicable, links to Geography will be made to develop the children’s topical learning. For example, in Year Two, the children explore the housing in the local area, using a map to plan their journey.


Continuous training to ensure teacher skill and knowledge is developed to teach the subject with confidence and accuracy.





The impact and measure of our Geography curriculum is that pupils are:

  • equipped with geographical enquiry skills, knowledge and concepts that will enable them to be ready for KS3

  • excited by geographical enquiry and inspired to develop an enthusiasm to go and find out more for themselves

  • thoroughly enjoyed learning about Geography, therefore encouraging them to undertake new life experiences now and in the future

  • knowledgeable about their local area and its place within a wider geographical context through classwork, fieldwork and school trips


Leadership, Assessment and Feedback


Teachers assess children’s geographical knowledge, understanding and skills through observations of the children during lessons. As part of the Assessment for Learning progress students will receive both verbal and/or written feedback to yield effective progression. Within a topic of geographical learning, assessment criteria are identified and teachers use a variety of methods to assess the children’s knowledge and skills, for example, through quizzes, cross-curricular writing or pupil discussions about their learning. The subject leader will use assessment information to inform and develop the subject based upon prior learning.

For the full document including the progression map please click here